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Sign language interpreters often offer the primary avenue of access for deaf and hard of hearing students in public schools. More than 80% of all deaf children today are mainstreamed, and few of their teachers sign well enough to provide them with full access. As a result, many K-12 interpreters perform multiple roles beyond interpreting. Yet, very little is known about what they actually do and what factors inform their moment-to-moment decisions. This volume presents the range of activities and responsibilities performed by educational interpreters, and illuminates what they consider when making decisions.

       To learn about the roles of K-12 interpreters, author Melissa B. Smith conducted in-depth analyses at three different schools. She learned that in response to what interpreters feel that their deaf students need, many focus on three key areas: 1) visual access, 2) language and learning, and 3) social and academic participation/inclusion. To best serve their deaf students in these contexts, they perform five critical functions: they assess and respond to the needs and abilities of deaf students; they interpret with or without modification as they deem appropriate; they capitalize on available resources; they rely on interactions with teachers and students to inform their choices; and they take on additional responsibilities as the need arises.

Multilingual writers—often graduate students with more content knowledge and broader cultural experience than a monolingual tuto—unbalance the typical tutor/client relationship and pose a unique challenge for the writing center. Multilingual Writers and Writing Centers explores how directors and tutors can better prepare for the growing number of one-to-one conferences with these multilingual writers they will increasingly encounter in the future.

This much-needed addition of second language acquisition (SLA) research and teaching to the literature of writing center pedagogy draws from SLA literature; a body of interviews Rafoth conducted with writing center directors, students, and tutors, and his own decades of experience. Well-grounded in daily writing center practice, the author addresses which concepts and practices directors can borrow from the field of SLA to help tutors respond to the needs of multilingual writers, what directors need to know about these concepts and practices, and how tutoring might change in response to changes in student populations.

Multilingual Writers and Writing Centers is a call to invigorate the preparation of tutors and directors for the negotiation of the complexities of multilingual and multicultural communication. 

A vividly described and intensely personal memoir, My Bayou charts a personal and spiritual transformation along the fabled banks of Bayou Saint John in New Orleans. When Constance Adler moves to New Orleans, she begins what becomes a lasting love affair with the city, and especially the bayou—a living entity and the beating heart of local culture. Rites of passage, celebrations, mysterious accidents, and magic all take place on its banks, leading Adler to a vibrant awareness of the power of being part of a community. That faith is tested in the wake of Hurricane Katrina, and is ultimately proven right, as Bayou Saint John begins to rebuild.

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For William Blake, living is creating, conforming is death, and “the imagination . . . is the Human Existence itself.” But why are imagination and creation—so vital for Blake—essential for becoming human? And what is imagination? What is creation? How do we create? Blake had answers for these questions, both in word and in deed, answers that serve as potent teachings for aspiring writers and accomplished ones alike. Eric G. Wilson’s My Business Is to Create emulates Blake, presenting the great figure’s theory of creativity as well as the practices it implies.

In both his life and his art, Blake provided a powerful example of creativity at any cost—in the face of misunderstanding, neglect, loneliness, poverty, even accusations of insanity. Just as Los cries out in Jerusalem: The Emanation of the Giant Albion, “I must Create a System, or be enslav'd by another Man's; / I will not Reason and Compare: my business is to Create,” generations of writers and artists as diverse as John Ruskin, William Butler Yeats, Allen Ginsberg, Philip K. Dick, songwriter Patti Smith, the avant-garde filmmaker Jim Jarmusch, and the underground comic-book artist R. Crumb have taken Blake’s creed as inspiration.

Unwilling to cede his vision, Blake did more than simply produce iconoclastic poems and paintings; he also cleared a path toward spiritual and ethical enlightenment. To fashion powerful art is to realize the God within and thus to feel connected with enduring vitality and abundant generosity. This is Blake’s everlasting gospel, distilled here in an artist’s handbook of interest to scholars, writing teachers, and those who have made writing their way of life. My Business Is to Create is indispensable for all serious artists who want to transform their lives into art and make their art more alive.